An Elemental Elements and Molecules Lesson Plan

1) Elements and Molecules Unit Study Purpose Statement:

Provide students with an understanding of elements, atoms, molecules, and of the energy potential contained in atoms.

2) Elements and Molecules Unit Study Goal(s):

Students will be able to explain why vinegar and baking soda, when mixed, can pop open a film canister. [Energy is released from atoms when electrons rearrange themselves and create new molecules with new characteristics].

Students will diagram the structure of basic atoms [protons, neutrons, electrons].

Students will be able to state the difference between an atom and a molecule.

3) Elements and Molecules Unit Study Target Audience:

Upper Elementary Science students

4) Elements and Molecules Unit Study Materials and Resources:

Periodic table of elements poster

Empty soda can

Ice water in a bowl

Boiling water

Tongs

Empty film canisters (one for each student)

Box of facial tissues

Baking soda

Vinegar

A Sunny day

Internet Access

5) Elements and Molecules Unit Study Anticipatory Set:

Start the class with a “Molecules on the Move” demonstration. Have an empty soda can in boiling hot water. When the class begins say, “Watch this.” Using the tongs, speedily lift the soda can out of the boiling water, turn the can upside down and immediately submerge the opening of the can in the ice water. The can should collapse instantaneously [very dramatic]. Ask students, “What happened to the can?” Students will generally respond that the cold air condensed. This is correct. Ask the students, “Within the air molecules, what changes to make the air “condense”?” [Reponses vary] Explain that the matter we see, or don’t see, all consists of molecules. In the case of condensing air, the particles in the air molecules suddenly jump closer together. This condenses the space needed by the air to make it smaller. Think of a hot day when you want plenty of room to spread out versus a freezing day when you want to huddle together to keep warm. Our class could take up this whole classroom or we could take up one small corner, but we would still have the same number of students in the class. The point is.. Molecules Move and they can take up more room or less room.

6) Elements and Molecules Unit Study Lesson:

Step-by-step instructions for teaching this lesson.

a. Explain the structure of atoms.
Draw examples on the board. Show how electrons can move from one atom to another and change the element(s). Explain that movement of electrons releases energy stored in the atom. Explain that molecules are the combination of more than one atom which creates a unique type of matter with unique characteristics. Draw H2O on the board showing how the separate atoms come together to form a molecule. Explain that ALL matter on earth is the combining of atoms into molecules to form the variety of matter types we see every day. Show the class the Periodic Table of Elements. Explain this table shows each kind of atom we know about in the world. Ask them, “What do you notice about this table?” “How many different Groups do you see?” [18] List table groups. Discuss defining characteristics of some groups.

Series
Name

Descriptors

Alkali metals

Table group 1; silvery colored, soft, low density metals.

Alkaline Earth Metals

Table group 1; the oxides of the alkaline earth metals are not affected by fire; silvery, soft, low density.

8) Elements and Molecules Unit Study Independent Practice:

– They will each write a First Person description of their element in regular ink (to turn in). They will write another one using invisible ink for the class. For example,

“I am the lightweight champion of the periodic table. My atomic weight is a fraction over one and I have one electron. I also make up 3/4ths of the mass of the universe, making me the most popular guy anywhere! I am an non-metal. My name is Hydrogen.”

Tell students to be creative and HAVE FUN!!

Invisible Ink : Dissolve 1 teaspoon of baking soda in 2 teaspoons of water. Use this ink to write an invisible message to the class on a piece of paper using a toothpick or cotton swab. The next day when students bring in their papers, have them hold their paper near a light bulb. When the writing becomes visible, have them post their message on a bulletin board. If they don’t have the ingredients, they can use lemon juice to write their message.

When class begins, ask students why they think the ink appeared when holding it near a heat source. [Answer: The “ink” we used is mildly acidic and acid weakens paper. The acid remains in the paper after the juice has dried. When the paper is held near heat the acidic parts of the paper burn or turn brown before the rest of the paper does. From Kidzworld.com “How Invisible Ink Works”.] Be SURE to have a copy written in regular ink to turn in.

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